Document Type
Presentation
Publication Date
April 2016
Publication Title
Current Approaches to Spanish and Portuguese Second Language Phonology (CASPSLaP)
Disciplines
Curriculum and Instruction | First and Second Language Acquisition | Phonetics and Phonology | Spanish Linguistics
Abstract
Research on task-based language teaching and learning has demonstrated that tasks may encourage second/foreign language development, specifically by facilitating conditions believed to engage processes that are important for second language acquisition to occur (Robinson, 2011; Skehan, 2014). Recent studies conducted by Solon, Long, and Gurzynski-Weiss (2014, 2015) have demonstrated that tasks designed to make pronunciation task essential do encourage learner attention to pronunciation, and increasing task complexity leads to greater accuracy in the production of the Spanish vowels [o] and [u]. This micro-teaching lesson, inspired by Solon et al., will showcase a task designed to make the pronunciation of the intervocalic tap /ɾ/ and trill /r/ task essential, in an effort to facilitate classroom learners’ attention to and practice of these segments within meaning-based interaction.
Recommended Citation
Avizia Long. "¿Vera o Verra? Using principles of task-based language teaching to practice Spanish rhotics" Current Approaches to Spanish and Portuguese Second Language Phonology (CASPSLaP) (2016).
Included in
Curriculum and Instruction Commons, First and Second Language Acquisition Commons, Phonetics and Phonology Commons, Spanish Linguistics Commons
Comments
Presented as part of Ignite: Best Practices and Innovation in Pronunciation Instruction. The materials for this lesson are also available online at this link.